There are two competing pictures of science. One considers science as a system of inferences, whereas another looks at science as a system of actions. The essays included in this collection offer a view which intends to combine both pictures. This compromise is well illustrated by Szaniawski's analysis of statistical inferences. It is shown that traditional approaches to the foundations of statistics do not need to be regarded as conflicting with each other. Thus, statistical rules can be treated as rules of behaviour as well as rules of inference. Szaniawski's uniform approach relies on the concept of rationality, analyzed from the point of view of decision theory. Applications of formal tools to the problem of justice and division of goods shows that the concept of rationality has a wider significance. Audience: The book will be of interest to philosophers of science, logicians, ethicists and mathematicians.

Under the title 'Information, Inference and Decision' this volume in the Theory and Decision Library presents some papers on issues from the borderland of statistical inference philosophy and epistemology, written by statisticians and decision theorists who belonged or are allied to the former Saarbriicken school of statistical decision theory. In the first part I make an attempt to outline an objective theory of inductive behaviour, on the basis of R. A. Fisher's statistical inference philosophy, on the one hand, and R. Carnap's inductive logic, on the other. A special problem arising in the context of the new theory, viz., the problem of vagueness of concepts (in particular in the social sciences) is treated separately by H. Skala and myself. B. Leiner has contributed some biographical and bibliographical notes on the objective theory of inductive behaviour. Part II is concerned with inference philosophy. D. A. S. Fraser, the founder of structural inference theory, characterizes and compares some inference philosophies, and discusses his own and the arguments of the critics of his structural theory. In my opinion, Fraser's structural infer ence theory is suited to complete Fisher's inference philosophy in some essential points, if not to replace it. An interesting task for future re search work is to establish the connection between Fraser's theory and Carnap's ideas in the framework of an objective theory of inductive behaviour.

In an age where we are inundated with information, the ability to discern verifiable information to make proper decisions and solve problems is ever more critical. Modern science, which espouses a systematic approach to making “inferences,” requires a certain mindset that allows for a degree of comfort with uncertainty. This book offers inspirations and ideas for cultivating the proper mindset for the studying, teaching, and practicing of science that will be useful for those new to as well as familiar with the field. Although a paradigm shift from traditional instruction is suggested in the National Framework for K-12 science, this volume is intended to help educators develop a personal mental framework in which to transition from a teacher-centered, didactical approach to a student-centered, evidence-guided curriculum. While the topics of the book derive from currently published literature on STEM education as they relate to the National Framework for K-12 Science and the Three-Dimensional science instruction embedded in the Next Generation Science Standards, this book also examines these topics in the context of a new societal age posited as the “Age of Inference” and addresses how to make sense of the ever-increasing deluge of information that we are experiencing by having a scientific and properly discerning mindset. ENDORSEMENTS: "This volume takes on one of the thorniest existential problems of our time, the contradiction between the exponentially growing amount of information that individuals have access to, and the diminished capacity of those individuals to understand it. Its chapters provide the reader with an introduction to the relationship between knowledge, science, and inference; needed new approaches to learning science in our new data rich world; and a discussion of what we can and must do to reduce or eliminate the growing gap between the inference have’s and have nots. It is not too much to say that how we resolve the issues outlined in this volume will determine the future of our species on this planet." — Joseph L. Graves Jr., Professor of Biological Sciences North Carolina A&T State University, Fellow, American Association for the Advancement of Science: Biological Sciences, Author of: The Emperor’s New Clothes: Biological Theories of Race at the Millennium "Big data is not enough for addressing dangers to the environment or tackling threats to democracy; we need the ability to draw sound inferences from the data. Cultivating a scientific mindset requires fundamental changes to the way we teach and learn. This important and well -written volume shows how." — Ashok Goel, Professor of Computer Science and Human Centered Computing, Georgia Institute of Technology. Editor of AI Magazine Founding Editor of AAAI’s Interactive AI Magazine "If you are a science teacher concerned about the implications of information overload, analysis paralysis, and intellectual complacency on our health, economic future, and democracy, then I recommend this book." — Michael Svec, Professor for Physics and Astronomy Education, Furman University, Fulbright Scholar to Czech Republic

Every day, people are bombarded with information from various sources, and yet they do not have nearly enough time to process it. How do people sift through information and decide what to use, and what do they rely on to make these decisions? How do people respond to inconsistent or conflicting information? The goal of this dissertation is to investigate these core questions as well as their implications in education and business. To do this, my work takes a highly interdisciplinary approach that combines cognitive science, consumer behavior, information systems, and communication studies, using a blend of behavioral experimentation and computational cognitive modeling. I present three papers that examine the mechanisms people engage in when they integrate information displayed in different forms and from different sources in educational and consumer contexts. The first paper approaches learning statistical inference in an experientially grounded way by developing computer simulations. It reveals people's flexibility to "game" the game, highlighting the importance of ensuring alignment between visual training and learning objectives in educational games. The second paper uses a computational approach to systematically reveal the common ways people ascribe meanings to the five-star rating system when shopping online. The findings suggest two ways to improve the interactions between reputation and feedback systems and their users: normalizing ratings with commentaries and normalizing ratings with clarification and education. The third paper demonstrates how people integrate ratings and reviews into their purchase decisions, and how these decisions can be influenced by the consumers' justifications. It also unveils the role of information relevance and similarity in social cognition. These insights could be leveraged by different players in the market to influence consumer choice. By examining information integration in education and digital economy, this dissertation helps create a more comprehensive picture of how people generate, disseminate, and consume information. It highlights the mechanisms by which people integrate heterogeneous information to make inferences and decisions, as well as cues and heuristics they rely on to facilitate these everyday tasks. This expanded understanding informs the development of systems whose goal is to facilitate user navigation in the era of big data.

The volume is a collection of essays about prominent Polish 20th century philosophers of science and scientists who were concerned with problems in the philosophy of science. The contribution made by Polish logicians, especially those from the Lvov-Warsaw School, like Łukasiewicz, Kotarbiński, Czeżowski or Ajdukiewicz, is already well known. One of the aims of the volume is to offer a broader perspective. The papers collected here are devoted to the work of such philosophers as Zawirski, Metallmann, Dąmbska, Mehlberg, Szaniawski and Giedymin as well as to the work of such scientists as Smoluchowski, Fleck, Infeld and Chyliński. The introduction to the volume, written by the editor and Jacek Jadacki, presents an overview of the history of the Polish philosophy of science from the foundation of the Cracow Academy (in 1364) to the present.

Current debate in cognitive science, from robotics to analysis of vision, deals with problems like the perception of form, the structure and formation of mental images and their modelling, the ecological development of artificial intelligence, and cognitive analysis of natural language. This book presents the core of theories developed in Central Europe between the late nineteenth and early twentieth centuries by philosophers, physicists, psychologists and semanticists who shared a dynamic approach and.

Believing the wrong thing can have drastic consequences. The question of when a person is not only ill-guided, but genuinely at fault for holding a particular belief goes to the root of our understanding of such notions as criminal negligence and moral responsibility. This book explores the conditions under which someone may be deemed blameworthy for holding a particular belief, drawing on contemporary epistemology, ethics and legal scholarship.